Post on 17-Dec-2015
© CAST 2011
UDL: Addressing the Variability of All
Learners
CASThttp://www.cast.org
© CAST 2011
Tier 3
Intense & Core
Tier 2
Supplemental & Core
Tier 1
Core Instruction/ Universal Behavior
Supports
Fle
xib
le T
iers
80-90% of total student population learn the key concepts through instruction in this tier.
5-10% of total student population receive instruction through supplemental interventions
1-5% of total student population receive instruction through these intense interventions
Robust and Responsive based on the principles of UDL
MA ESE, 2011 presentation
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Overall Goals
1. Understand the framework of
Universal Design for Learning
(UDL)
2. Make connections between UDL
and the Tier System of Support
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UDL At A Glance
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What is Universal Design for Learning?
A Framework UDL is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.
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UDL Assumptions
1. Learners in any classroom represent a
range of variability
2. The goal of instruction is to develop
“expert learners”
3. Curriculum needs to reflect the variability
of all learners
4. Learning is the dynamic interaction of the
individual with the environment
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What is UDL?
Universal Design for Learning is
a framework to design curriculum
(Goals, Assessments, Methods, &
Materials)
that minimizes barriers and
maximizes learning for all students.
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A conceptual shift
First focus on the
curriculum and then
on individual
students
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Universal Design … an example of change
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Universal Design … an example of change
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Problems with Retrofit
Drawbacks of Retrofitting:
Each retrofit solves
only one local problem
Retrofitting can be
costly
Many retrofits are
UGLY!
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UD – An example of change
“Consider the needs of the broadest possible range of users from the beginning”
-- Architect, Ron Mace
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UD Belief
… “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.”
Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm
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UD Assumptions
1. Not one size fits all – but alternatives for everyone.
2. Not added on later – but designed from the beginning.
3. Not access for some – but access for everyone.
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Where is UDL now? Definition in Legislation
The Higher Education Opportunity Act of 2008
Section 103(24) UNIVERSAL DESIGN FOR LEARNING.--The term `universal design for learning' means a scientifically valid framework for guiding educational practice that—
``(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
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Where is UDL now? Nat. Ed. Tech Plan
Letter from Arne Duncan to Congress …
Nat. Ed Tech Plan calls for using state-of-the-art technology and Universal Design for Learning (UDL) concepts to enable, motivate, and inspire all students to achieve, regardless of background, languages, or disabilities.
November 2010
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Where is UDL now? ESEA Reauthorization
The ESEA must also broadly incorporate UDL ... a scientifically valid framework for guiding educational practice that provides flexibility in the way information is presented, in the way students respond or demonstrate their knowledge and skills, and in the ways students are engaged. … Students who are often marginalized in the general curriculum — including those with disabilities, English language learners, and students who are “gifted and talented” — benefit especially from UDL.
© CAST 2011
Recognition Networks: “the what of learning”
identify and interpret patterns of sound, light, taste, smell, and touch
UDL and the Learning Brain
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UDL and the Learning Brain
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Strategic Networks: “the how of learning”
plan, execute, and monitor actions and skills
CAST©2008
UDL and the Learning Brain
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UDL and the Learning Brain
•What are the ages of the people?
• Look at the picture.
•What is the financial situation of the people?
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Affective Networks: “the why of learning”
evaluate and set priorities
UDL and the Learning Brain
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UDL and the Learning Brain
Make Up a Story!!
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Recognition: the “what” of learning” Multiple means of representation
Strategy: the “how” of learning Multiple means of action and
expression
Affect: the “why” of learning Multiple means of engagement
UDL and the Learning Brain
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UDL Guidelines41
CAST©2008
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What Now?
© CAST 2011
MA and UDL
MA Focus Academy Online Courses in UDL UDL 101 UDL Advanced UDL and Mathematics
Work with the DSAC Face-to-face workshops
Research sites for work in UDL